new jersey center for teaching and learning · “the new jersey center for teaching and learning...
TRANSCRIPT
Robert Goodman, Ed.D
Executive Director
NJ Center for Teaching and Learning
&
Teacher
Bergen County Technical HS – Teterboro, NJ
[email protected] www.njctl.org
My Challenge in 1999
Started public school teaching in 1999.
Launched a pre-engineering program at a new vocational-technical high school.
Taught sixteen 9th grade students to begin program.
Told my students had completed Algebra I in 8th grade.
My Challenge in 1999
Only 3 of my 16 students had taken Algebra I, but they were scheduled for Geometry and Biology.
They weren’t prepared for Geometry.
Biology wouldn’t help with Algebra or Engineering.
The Solution
Used 2 hours of the vocational time I had with them to create an on-ramp to STEM:
40 minutes of Algebra I.
40 minutes of mathematically rigorous Algebra-Based Physics.
40 minutes of Engineering.
Why Algebra-Based Physics?
Requirement for almost all STEM career paths,
more than any other subject.
The foundation for science; it makes science
make sense.
Provides a use for math; motivating students.
My Second Challenge
Textbooks to teach mathematically rigorous
Algebra-Based Physics didn’t exist.
In the U.S. mathematically rigorous Physics
was taught with Trigonometry or Calculus.
Books that used just Algebra, were not
mathematically rigorous.
The Solution
Wrote a book for mathematically rigorous Algebra-Based Physics.
Topics were chosen to prepare students for Chemistry & AP Physics B.
AP Physics was critical to recognize what these Vo-tech students had achieved.
A Third Challenge
My room had no tables, chairs, blackboard or whiteboard, just computer stations.
I went to:
The faculty lounge to get a few five foot diameter round tables.
The cafeteria to get chairs.
The storage room to get a blackboard on wheels.
Round Tables - a Lucky Break
These students had not been very successful in science or mathematics.
But, they liked talking to each other, and working on questions and problems together.
This led to a pedagogy which was welcoming to all students.
Social Constructivism
Brief direct instruction.
Students building mental models by solving increasingly complex problems.
Working together at round tables.
The Result
Pre-engineering students loved math & science.
Enjoyed problem-solving with their friends.
Learned that mathematics is useful.
Learned that science makes sense, it’s not memorization.
The Result
Students in the other majors petitioned to take Algebra-Based Physics in 9th grade.
By 2003, all students in the school were taking Physics in 9th grade.
No tracking, all students in the same course.
Many went on to AP Physics B.
The Result
By 2005 - 13 times the state rate of students were taking and passing AP Physics B.
#1 in the state; double the #2 school.
Became 2006 New Jersey State Teacher of the Year.
Extending the Work
The DOE wanted to build this on-ramp to STEM careers in more schools.
The NJEA formed the NJ Center for Teaching and Learning (CTL) and put me on the board.
A major goal of CTL became to extend this work.
Our Challenge in 2007
Extending this work broadly required:
Schools to stop teaching HS science backwards.
Developing free OER science and mathematics course materials that could be shared and edited.
Many more Physics teachers.
Stop Teaching Science Backwards
Biology Physics
Geom.Algebra.
II & TrigAlgebra
Chem
Precalc
9th Grade 10th Grade 11th Grade 12th Grade
Make Science Make Sense
Physics Biology
Geom.AlgebraII & Trig
Algebra
Chem
9th Grade 10th Grade 11th Grade 12th Grade
New HS Science Sequence – with APs
Physics Biology
AlgebraAP
PhysicsAP
ChemAP Bio
MA I MA II AP CalcGeom.
Chem
Algebra II Pre Calculus
9th Grade 10th Grade 11th Grade 12th Grade
Our Solution for Course Materials
As a STOY, I was given an interactive whiteboard and student polling devices.
We captured our pedagogy and content in SMART Notebooks.
Posted those editable Notebooks on www.njctl.orgfor the free use of all.
Pedagogy
Direct Instruction
Interactive White Board (IWB) presentation
Student Response Formative Assessment
Teacher as part of social group
Formative Assessment
Student polling devices
connect together direct
instruction and social
constructivism through
the use of real-time
formative assessment.
The Key: Correct Answer is Hidden
Students must defend their answers.
Students focus on short direct instruction.
Demonstrations and labs extend learning.
Neuroscience, Vygotsky and Video Games
People like to struggle, and then win.
If there’s no struggle, it’s boring.
If there’s no win, it’s frustrating.
Releases dopamine, resulting in pleasure and
memory retention.
Structure of Classroom Learning
Each topic has direct instruction and about 6
formative assessment questions.
Topics (with demonstrations) comprise units.
Units (with labs) comprise courses.
The sequence of courses comprise education.
Creating Physics Teachers
PSI has shown that all students can learn Physics.
PSI has shown that all teachers can learn Physics.
PSI teaches Physics to skilled teachers.
Provides teachers the tools to teach Physics.
To get the best teachers to become the best Physics
teachers:
“Teaching is hard; science is easy”
#1 producer of U.S. Physics teachers.
Major producer of U.S. Chemistry teachers.
Trained 1430 teachers in 218 schools in the
effective use of our free editable course materials.
Our Results – Teacher Training
Extending beyond HS Science
Approach extended to K-12 mathematics & science
Progressive Science Initiative® (PSI ®): K-12 Science
Progressive Mathematics Initiative ® (PMI ®): K-12 Mathematics
Created electronic files capturing our course content
AND method of teaching, eliminating textbooks.
100,000+ slides.
3500+ word documents.
Almost all of K-12 mathematics and science.
Posted at www.njctl.org.
Free Editable K-12 Course Content
In the last 12 months:
3.6 million pageviews.
1.6 million file downloads.
244,000 unique visitors.
Used in all 50 states and 180 countries.
Our Results: Free Editable K-12
Mathematics & Science Courses
Our Results – Geographic Expansion
Developed in one NJ school: 1999
Extended to 100+ NJ schools: 2007
Extended to Argentina: 2010
Extended to four other U.S. states: 2011
Extended to West Africa: 2012
Eight of the top 20 NJ schools for taking AP Physics B
Students in these PSI schools versus those in these
non-PSI schools:
Economically disadvantaged: 61% versus 9%
71% Black/Hispanic 71% versus 11%
Mostly urban versus mostly suburban
Our Results – Student Learning
100Kin10 Partner
Accepted, in 2015, by 100Kin10 as one of 236 “best
in class” partners working to achieve President
Obama’s goal of 100,000 new mathematics and
science teachers by 2020.
Learning Forward – National Report
“The New Jersey Center for Teaching and Learning
(NJCTL) has been doing groundbreaking
professional development work in math and science
instruction as well…using the innovative curriculum
of 2006 New Jersey Teacher of the Year Robert
Goodman…to create the Progressive Science
Initiative….”
PSI-PMI Paradigm Shift
For what world are we preparing our students?
Not for
Isolated work:
factual recall;
sitting quietly;
transcribing;
accepting
PSI-PMI Paradigm Shift
For what world are we preparing our students?
Rather, for collaborative work:
critical thinking;
problem solving;
talking;
debating;
questioning
Next Generation Science Standards
(NGSS)
Hired by Achieve to review a draft of the NGSS, and then the final NGSS.
Other people and organizations did similar reviews.
Will cite two of those reviews today.
Reviews of NGSS
American Association of Physics Teachers (AAPT), whose “mission is to enhance the understanding and appreciation of physics through teaching.”
Thomas B. Fordham Institute (TBFI), whose mission is to “be the nation's leader in advancing educational excellence for every child through quality research, analysis, and commentary….”
Reviews of NGSS
All three of us support adoption of the NGSS.
Only NGSS supporters are cited today.
However, we all raised similar concerns that need to be addressed.
STEM College and Career Readiness
NGSS are generally viewed as being a set of standards which, if mastered, would make a student “College and Career Ready.”
They are viewed as being analogous to the Common Core State Standards (CCSS) in mathematics.
Which College? Which Career?
However, that depends on which college or career.
NGSS are NOT sufficient to provide the science needed to embark on STEM Career Paths.
This can be corrected by developing curricula which address this deficit.
From the AAPT Report on NGSS
“Minimum Standards. We emphasize again that
the NGSS document should state very clearly that
the performance standards put forward in the
document are minimum standards.”
“Teachers can and should go beyond these
performance expectations for most students.
Students expecting to pursue STEM-related
majors or careers will need more depth.”
From NGSS Documents
“It would certainly be recommended that students, especially those considering careers in a STEM-related field, would go beyond these courses to take science, technology, engineering, and mathematics courses that would enhance their preparation.”
From NGSS Documents
“The NGSS do not define advanced work in the sciences. Based on review from college and career faculty and staff, the NGSS form a foundation for advanced work, but students wishing to move into STEM fields should be encouraged to follow their interest with additional coursework.”
From the Fordham Institute NGSS Report
“More problematic, however, is that the content of
NGSS itself fails to ensure that all students will be
equipped with sufficient content to make real the
option of taking more advanced courses in the
core STEM disciplines. This is particularly
egregious in physics and chemistry, where our
reviewers found that…”
“…the physical science standards fail to lay the
foundation for advanced study in high school and
beyond, and there is so little advanced content that
it would be impossible to derive a high school
physics or chemistry course from the content
included in the NGSS.”
From the Fordham Institute NGSS Report
From the Fordham Institute NGSS Report
“Recommended ‘practices’ dominated the NGSS,
relegating essential knowledge—which should be
the ultimate goal of science education—to
secondary status.”
From the Fordham Institute NGSS Report
“…[the NGSS] conferred primacy on practices and
paid too little attention to the knowledge base that
makes those practices both feasible and
worthwhile.”
“Unfortunately, the NGSS suffer from the belief—
widespread among educators—that practices are
more important than content.”
From the Fordham Institute NGSS Report
“…factual knowledge [actually] enhances cognitive
processes like problem solving and reasoning. The
richer the knowledge base, the more smoothly and
effectively these cognitive processes—the very
ones that teachers target—operate. So, the more
knowledge students accumulate, the smarter they
become.”
- Daniel Willingham
From the AAPT Report on NGSS
“As mentioned previously, the AAPT group is
profoundly disappointed with the current
formulation of NGSS and we believe that in
fact, that formulation undermines the national
science education standards effort.”
From the AAPT Letter on NGSS
“We emphasize, however, that the Science
Standards are not meant to be a guide for
curriculum development.”
From the Fordham Institute NGSS Report
“In reality, there is virtually no mathematics, even
at the high school level, where it is essential to the
learning of physics and chemistry. Rather, the
standards seem to assiduously dodge the
mathematical demands inherent in the subjects
covered. There is math available in the Common
Core that could be used to enhance the science of
the NGSS. No advantage is taken of this.”
From the AAPT Report on NGSS
“We find an under-emphasis on using quantitative
techniques….”
“Compared with the Common Core State
Standards for Mathematics at middle school level,
the Physical Science PEs undervalue the use of
mathematics in science.”
From the AAPT Report on NGSS
“We find…a lack of emphasis on construction and
interpretation of graphs at middle school and high
school levels. Graphical presentation of
information is ubiquitous in society, cutting across
many professions and occupations. We want
students to be able to deal with both qualitative,
graphical and age-appropriate quantitative
information and models.”
NGSS Appendix L
The authors of NGSS realized that they had a mathematics deficit.
So, they created Appendix L to address this deficit.
Appendix L proved insufficient, since the NGSS themselves were left unchanged.
From the Fordham Institute Report on
Appendix L
“This failure to include essential math content is
particularly troubling in light of statements by the
authors of the NGSS that they intended to
integrate mathematics into their new science
expectations.”
From the Fordham Institute Report on
Appendix L
“Johns Hopkins mathematician and veteran
Fordham reviewer W. Stephen Wilson” found the
following three major weaknesses in the
mathematical alignment of NGSS to CCSS.
From the Fordham Institute Report on
Appendix L
“1. In several cases where NGSS expectations
require math in order to fully understand the
science content, that math goes well beyond what
students would have learned in classrooms
aligned to the Common Core. In other words, the
math in the NGSS and the math in the CCSSM are
not fully aligned.”
From the Fordham Institute Report on
Appendix L
“2. Appendix L misses several opportunities to
build important links between grade-appropriate
math and required science content.”
From the Fordham Institute Report on
Appendix L
“3. Appendix L too often makes “superficial
connections,” in which grade-appropriate math is
presented in ways that do little to enhance science
learning.”
Dr. Phillip Griffiths
When CTL was vetted to become a 100Kin10
partner reviewers were very positive.
Dr. Phillip Griffiths saw CTL as standing out for its
recognition of the unique role of Physics.
Dr. Griffiths is a Fields Medalist and Director
Emeritus of the Institute of Advanced Study.
Quote from Dr. Phillip Griffiths
“Physics education is of singular significance. The
laws of physics are integral to much of natural
science, with applications in chemistry, biology,
astronomy, and earth and atmospheric sciences,
among other fields. Efforts to solve physics problems
spawned the development of calculus in the 17th
century, and questions originating from physics
permeate mathematics to this day. Problem-solving in
the context of conceptual theory, with solutions tested
by experiment, is a combination unique to physics.”
The Uniquely Important Role of Physics
Read a university course catalog to find which sciences are required for STEM majors.
For Rutgers,
• 90% require Physics
• 80% require Chemistry
• Fewer than 60% require Biology
• All other sciences are under 10%
The Uniquely Important Role of Physics
The rank of the sciences in importance to STEM majors is:
1. Physics
2. Chemistry
3. Biology
4. Earth, Space and Environmental Science
The Uniquely Important Role of Physics
But what HS students study is the reverse, in order and frequency:
1. Earth, Space and Environmental Science
2. Biology
3. Chemistry
4. Physics
NGSS and Physics
NGSS weights these science about equally.
This under-emphasizes Physics and Chemistry.
And overemphasizes Biology, Earth and Environmental Science.
Improving NGSS and CCSS
A K-12 Physics thread would wed NGSS to CCSS, benefiting both.
But, this solution requires a pedagogy which is welcoming to all students.
This would build an on-ramp to STEM career paths for all students.
Access to STEM Career Paths
In the past, there were jobs for people without the
mental tools of mathematics and science.
Those jobs are shrinking in number.
We can no longer accept students leaving school
unprepared for the jobs that are open and
desirable.
STEM Career Paths
Social justice and international competitiveness are two sides of the same coin.
A society which is just provides equal opportunity to all its citizens.
A society which is internationally competitive realizes the potential of all of its citizens.
STEM Career Paths
All students need not pursue a STEM Career Path.
But, all students must have a K-12 education that gives them that choice…that opportunity.
Using Physics to connect CCSS and NGSS would provide all students that opportunity.
Your Help Is Needed
Please work with CTL to:
Identify key experiments and problems that tie the NGSS to the CCSS Math in each grade
Develop materials making those experiments accessible to all K-8 students and teachers.
The Goal:
Access for All to STEM Career Paths
Empowering Teachers …Leading Change
www.njctl.org [email protected]
New Jersey
Center for Teaching and Learning